Design of integration model of Islamic religious education teaching with Kaili language through Content-Based Instruction (CBI) at elementary schools in Tawaeli District, Indonesia
DOI:
https://doi.org/10.64171/JAES.6.1.81-87Keywords:
Islamic education, Content-based learning, Kaili language, Material integrationAbstract
This study aims to analyze the design of an integration model for Islamic religious education learning into the Kaili language through Content-Based Instruction (CBI) at elementary schools in Tawaeli District, Indonesia. The research employs a qualitative, narrative design. Data were collected through field observation, in-depth interviews with the school's principal, vice principals, teachers, and students. Data were also gathered through written material analysis, such as teaching materials and teaching plans. The validity of the data was ensured through source and method triangulation techniques. The findings indicate that elements integrated in the Kaili CBI-Language Model in Islamic learning. The CBI-Bahasa Kaili integration model combines the basic values of Islamic religious education, which include faith, morals, worship, and history, with a learning approach that places regional languages as the main medium. The learning model consisted of objectives and characteristics that emphasized the integration of Islamic values and local culture, the main components (input–process–output), and supporting tools in the form of teaching modules, student guides, and teacher guides. The main objective was to improve students' understanding of Islamic teachings while fostering an appreciation for the Kaili language and culture. The learning syntax was designed in six stages: Preparation (opening and apperception), Presentation (delivery of material), Language Focus (emphasizing vocabulary and Kaili language structure), Practice (joint practice), Production (students producing language and lesson content independently), and Reflection (self-evaluation and feedback).
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